文章摘要

文章信息/Info

Title:: Integration of team-based learning and case-based learning in clinical teaching of cardiology in eighth-year medical students

作者:: 尹涛¹; 厚荣荣²; 尹志勇¹; 黄亚渝³; 李妍¹; 陶凌¹; (第四军医大学第一附属医院：1.心血管内科，3.内科学教研室，陕西西安 710032；2.白求恩国际和平医院内分泌科，河北石家庄 050082)

Author(s):: YIN Tao¹; HOU Rong-rong²; YIN Zhi-yong¹; HUANG Ya-yu³; LI Yan¹; TAO Ling¹; (1.Department of Cardiology, 3.Department of Internal Medicine Teaching, Xijing Hospital, Fourth Military Medical University, Xi’an 710032, Shaanxi, China；
2.Department of Endocrinology, PLA Bethune International Peace Hospital, Shijiazhuang 050082, Hebei, China)

关键词:: 团队基础式教学; 病例导入式教学; 八年制; 心内科; 临床教学

Keywords:: team-based learning; case-based learning; eight-year program; cardiology; clinical teaching

分类号:: R192

DOI:: -

文献标识码:: A

摘要:: 目的探讨团队基础式教学(TBL)联合病例导入式教学(CBL)在八年制学员心内科临床教学中的应用。方法采用传统讲授教学法（LBL）及TBL、CBL联合教学法进行教学，通过问卷调查、理论及实践考核的方式评价教学效果。结果与传统的LBL相比，TBL、CBL联合教学组学员的实践考核、理论考核成绩均有提高，差异有统计学意义(P<0.05)。问卷调查结果显示，TBL、CBL联合教学法有利于培养学员的综合能力，总体满意度达94.4%。结论以八年制学员为试点的TBL、CBL联合教学模式值得推广。

Abstract:: To evaluate the integrated application of team-based learning (TBL) and case-based learning (CBL) in clinical teaching of cardiology in eighth-year medical students. METHODOne half of the students were taught by lecture-based learning (LBL) and the second half by TBL and CBL. Satisfaction in regard to the teaching methods was determined by questionnaires and examinations. RESULTSA significant difference was found in the examination scores between LBL and the integrated application of TBL and CBL (P<0.05). Overall, the satisfaction rate of TBL and CBL was 94.4%. CONCLUSIONThe integrated application of TBL and CBL shows value and should be widely promoted.

参考文献/References

[1]舒涛，刘继红，刘文励，等.八年制医学教育临床教学工作的实践与思考[J].中华医学教育杂志,2011,3l(3):418-420.
[2]高凯,万成松.我国八年制医学教育的现状与专业建设初探[J].医学教育探索,2010,9(4):433-435.
[3]Michaelsen LK,Knight AB,Fink LD,et al.Team-based learning:a transformative use of small groups[M].Westport CT:Praeger 2002,157-171.
[4]Conway SE,Johnson JL,Ripley TL,et al.Integration of Team-based learning strategies into a cardiovascular module[J].Am J Pharm Educ,2010,74(2):35.
[5]Kingsbury MP,Lymn JS.Problem based learning and larger student groups:mutually exclusive or compatible concepts a pilot study[J].BMC Med Educ,2008,8:35.

我们的网站为什么显示成这样？

TBL联合CBL教学方法在八年制学员心血管内科临床教学中的应用

《心脏杂志》[ISSN:1009-7236/CN:61-1268/R]

文章信息/Info

参考文献/References

备注/Memo

常用功能

导航/Navigate

工具/Tools

统计/Statistics